Research Methods Guess Who?, Dissertation, Technical Report
K. VINEETHA
191171NB003 M.ARCH 2ND SEM
19171NB003 | www.computer.org/csdl/magazine/ex/2006/03/x3074/13rRUxYIN8E
Guessing is what we do when logic and information don't provide sufficient insight to
GUESS WHO?
answer a question completely. Current theories and research on intelligent guessing that is, guessing that's tied to a rational process are limited and disjoint.
OBJECTIVE: Validation of the ‘Best Guess’ weight estimation method on
a
geographically
divergent
external
sample
of
children, plus comparison with APLS and Broselow weight
19171NB003 | Wiley Online Library
estimation methods.
EXAMPLE
METHOD: Prospective cross‐sectional analytical study at Princess Margaret
Hospital
Emergency
Department.
A
convenience
sample of children aged 0–14 years recruited from May to June 2008. Age, sex, ethnicity, height and actual weight obtained. Agreement between the methods is reported as a comparative
mean
and
distribution
of
the
percentage
error, plus the proportion of instances where the error exceeded 20% of the measured weight.
19171NB003 | Wiley Online Library
RESULTS:
CONCLUSION:
A total of 1235 children were included. The ‘Best
The
Guess’ method was the most accurate, particularly
method is accurate, especially in
in children aged 1–4 years (mean percentage error
children
+1.69%).
moderately overestimates weight in
In
other
age
groups
it
overestimated
Best
Guess
weight
aged
1–4 years.
other
3.41%
the
was more precise, whereas the APLS
Broselow method was most precise, with tendency
method was the least accurate and
to
precise of all. The ease of use of
6.25%.
Across
underestimate
mean
percentage
weight errors
all across
ranging
age age from
groups groups
with
−5.28%
to
the
Broselow
Broselow
method
−7.24%. The APLS method was least accurate and
greater
precise, with mean percentage errors ranging from
prehospital setting.
−12.61%
to
−17.36%.
errors
exceeding
Net 20%
weight were
increased mean body mass index.
underestimation associated
with
use
The
It
weight, with mean percentage errors ranging from to
ages.
estimation
in
method
argues
the
ED
for and
Steps with Cases Study Amy, who is a triathlete, has been saving up for a new bike for a few months now. She's $400 from her goal, so she decided to make a whole bunch of brownies and cookies to sell. She has enough ingredients to make 137 baked goods, and she's charging $5 for a brownie and $2 for a cookie. She's trying to figure out how many of each she needs to make and sell to reach her goal of $400. She starts by considering if she made 68 brownies and 69 cookies (about the same of 19171NB003 | Study.com
each and there are 137 baked goods total). In this case, she would make 68*5 = $340 from brownies and 69*2 = $138 from cookies giving a total of 340 + 138 = $478. This is a bit too much, so she increases the number of cookies to 80 and decreases the number of brownies to 57, because 80 + 57 = 137, giving 80*2 + 57*5 = $445. Still just a bit high, so she adjusts again by increasing the number of cookies to 95 and decreasing the number of brownies to 42 giving 95*2 + 42*5 = $400.
The process she just used to figure out how many brownies and cookies to make and sell
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is a well-known solving process is called the
1. G U E S S , 2. C H E C K , & 3. R E V I S E M E T H O D
GUESS The
first
step
in
the
guess,
Once
REVISE an
educated
Third step is to revise
check, and revise method is to
guess has been made,
our guess by making a
make an educated guess.
we want to check to
new guess.
see if that guess is
When Amy realized that
brownies and 69 cookies. While
correct.
her first guess of 68
this is a guess, it's not just
After
two numbers she randomly pulled
guess of 68 brownies
resulted in $478, she
out of thin air. She knew that
and
she
knew this was too much,
she
then
see
so when she revised her
Amy's
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CHECK
first
had
guess
enough
was
68
ingredients
to
Amy
69
made
cookies,
checked
to
a
brownies and 69 cookies
if this would get her
guess, she increased
knew that the two numbers had to
the
the cheaper option and
add up to 137, then she started
That
somewhere
in
She
second
used
the
information
to
method,
make
a
with
the
make
137
baked
guess
goods,
the that
problem
an educated guess.
so
middle. given
made -
she
sense
this
is
$400
she
wants.
explains step which
of
the
decreased the more
the
expensive option. She
brings
made a revised guess
us to the last step -
based on the new
revise.
information she got from her last guess.
RESEARCH QUESTIONS AND HYPOTHESES HYPOTHESIS TESTING (POINT ESTIMATION APPROACH) AND CONFIDENCE INTERVALS (INTERVAL ESTIMATION APPROACH) ARE CLOSELY RELATED CONCEPTS AND PROCEDURES WIDELY USED IN SUBSTANTIVE RESEARCH. 19171NB003 | Science Direct: Educated Guess
Research questions and hypotheses are usually based on a researcher's educated guess or intuition grounded in a good understanding of the phenomenon of interest. For example, a teacher might ponder whether a new instructional approach has an effect on student achievement as measured on a state-wide assessment of learning (the research question). Based on his/her pedagogical content knowledge, the teacher may generate a research hypothesis that this new instructional approach does impact student achievement. Although this research hypothesis does not indicate the direction of influence, such qualifications can easily be incorporated to reflect whether the researcher believes that this instructional approach will increase or decrease measured achievement. In general, a research hypothesis reflects a researcher's predictions and it directly shapes the statistical hypotheses to be empirically evaluated.
19171NB003 | topuniversities.com/blog/what-dissertation
A
dissertation
research
is
project
completed
as
part
of
undergraduate
DISSERTATION
a an or
postgraduate degree. Typically, a dissertation allows their
students findings
present in
response to a question or proposition
that
choose themselves.
they
19171NB003 | topuniversities.com/blog/what-dissertation
EMPIRICAL DISSERTATIONS
Which
involve
collecting
data,
for
example
in
a
psychology degree. This may mean putting into practice professional and ethical guidelines when collecting data from members of the public. Empirical subjects
dissertations may
involve
in or
natural be
and
entirely
life
science
centered
on
laboratory work.
NON-EMPIRICAL DISSERTATIONS
It is based on existing data and arguments in the work of others. This is likely to mean spending a lot of time with a book. In this type of dissertation, one needs to make sure
TYPES
not
to
just
describe
what
others
are
saying,
but
critically analyze the work and explore its practical applications.
19171NB003 | capella.edu/blogs/cublog/dissertation-research-methods
DISSERTATION RESEARCH METHODS THE CHOICE OF WHETHER TO USE A QUALITATIVE OR QUANTITATIVE METHODOLOGY IS BASED ON THE NATURE OF THE QUESTIONS BEING ASKED, THE STATE OF THE FIELD, AND THE FEASIBILITY OF THE APPROACH WITH THE POPULATION OF INTEREST.
Qualitative research focuses on examining the topic via cultural phenomena, human behavior, or belief systems.
QUALITATIVE:
This
type
of
research
questions,
or
focus
uses
groups
interviews, to
gain
open-ended
insight
into
people’s thoughts and beliefs around certain behaviors and systems.
19171NB003 | capella.edu/blogs/cublog/dissertation-research-methods
PHENOMENOLOGY:
CASE STUDY: The
research
multiple include
involves
sources
of
the
data.
interviews,
use
This
field
of
might notes,
This
as
the
most
difficult
form of qualitative research, which
involves
describing
documents, journals, and possibly some
“lived
quantitative elements (more information
learning from that experience
on
to
case
quantitative study
problem
or
research
focuses
on
situation
follows). a
A
particular
faced
by
a
experience”
a
help same
population and studies it from specific
researcher
angles. For example, a researcher might
understand
look
experience
at
focusing occurs.
violence
in
on
where,
when,
the
workplace, or
how
it
people
organizations that
subject.
and
that
or
may
face
experience.
“The
is
trying what
is
like
to the
for
the
19171NB003 | capella.edu/blogs/cublog/dissertation-research-methods
GENERIC QUALITATIVE INQUIRY: Also called generic qualitative, generic inquiry, or other variations. “This
is
the
fallback
approach”.A
generic
qualitative
inquiry
is
conducted when the student has qualitative research questions, but the study does not meet the requirements of a case study or phenomenology. So the
researcher
may
be
using
similar
methods,
but
will
not
have
as
thorough of a foundation of research available.For that reason, it’s also less desirable, because the research isn’t going to be as extensive and inclusive. The researcher could run into problems with fewer data to analyze. It’s
a
better
approach
for
someone
who
is
perhaps
seeking
a
second
advanced degree and has done a considerable amount of research, or who just needs to answer a research question or subtopic.
19171NB003 | capella.edu/blogs/cublog/dissertation-research-methods
Quantitative
research
involves
the
empirical
investigation of observable and measurable variables.
Q U A N T I T A T I V E : It
is
used
for
theory
testing,
prediction
of
outcomes, and determining relationships between and among variables using statistical analysis. PRIMARY DATA COLLECTION: In this approach, data are collected by the researcher. Participants are recruited for the study, informed consent is obtained, and quantitative data are obtained either electronically or in person by the researcher. This approach allows the researcher to decide exactly what variables he or she is interested in exploring and how they will be operationalized in the study.
Variables
properties authors.
are
(reliability
Data
are
measured and
analyzed
using
validity) using
instruments have
statistical
been
whose
psychometric
established
techniques
nature of the relationships between and among variables.
to
by
other
assess
the
19171NB003 | capella.edu/blogs/cublog/dissertation-research-methods
SECONDARY DATA ANALYSIS: This approach involves the statistical analysis of data collected by other
researchers
or
organizations.
There
are
a
number
of
publicly
available data sets for researchers, often from large-scale, federally funded research projects or data repositories. Secondary data analysis may
save
time
for
researchers
as
participant
recruitment
and
data
collection are avoided. It is also a way to access information about vulnerable populations in an ethical manner (as it does not involve direct contact). However, when utilizing this approach, researchers must build their research questions based on the available data.
WHAT & WHERE TO INCLUDE
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:noitatressiD a erutcurts ot woH
1. Deciding on dissertation’s structure 2. Title page 3. Acknowledgements 4. Abstract 5. Table of Contents 6. List of Figures and Tables 7. List of Abbreviations 8. Glossary 9. Introduction 10.Literature review / Theoretical framework 11.Methodology 12.Results 13.Discussion 14.Conclusion 15.Reference list 16.Appendices 17.Editing and proofreading
Table of contents
AIMS & OBJECTIVES:
AIM = WHAT YOU HOPE TO ACHIEVE. OBJECTIVE = THE ACTION(S) YOU WILL TAKE IN ORDER TO ACHIEVE THE AIM.
Aims are statements of intent. They are usually written in broad terms.They set out what you hope to achieve at the end of the project. Objectives, on the other hand, should be specific statements that define measurable outcomes, e.g. what steps will be taken to achieve the outcome.
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Objectives should also be S.M.A.R.T. - which means they should be: Specific – Be precise about what you are going to do. Measureable – You will know when you have reached your goal. Achievable – A less ambitious but completed objective is better than an overambitious one that you cannot possible achieve. Realistic – Do you have the necessary resources to achieve the objective – time, money, skills, etc. Time constrained – Determine when each stage needs to be completed. Is there time in your schedule to allow for unexpected delays.
Technical that
report
describes
is
a
the
document progress,
process, or results of scientific
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TECHNICAL REPORT
or technical research. It
also
can
include
some
recommendations and conclusions. Technical
reports
are
a
great
source of technical or scientific information. They can be written both
for
wider
distribution.
or
internal
TECHNICAL REPORT ELEMENTS
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A TYPICAL TECHNICAL REPORT CONSISTS OF THE FOLLOWING ELEMENTS: 1. The Title page 2. The Introduction 3. Experimental details 4. Results and discussions 5. The body 6. Conclusion
THE CONCLUSION MAY INCLUDE:
Recommendations Reference Bibliography Acknowledgments Appendices
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:troper lacinhceT a etirw ot woH
1. Introduction 2. Structure 3. Presentation 4. Planning the report 5. Writing the first draft 6. Revising the first draft 7. Diagrams, graphs, tables and mathematics 8. The report layout 9. Headings 10. References to diagrams, graphs, tables and equations 11. Originality and plagiarism 12. Finalising the report and proofreading 13. The Summary 14. Proofreading 15. Word processing / desktop publishing 16. Recommended reading
Table of contents